Teacher Professional Development for Science, Technology, Engineering and Mathematics (STEM) Education: A Review from the Perspectives of Technological Pedagogical Content (TPACK)

被引:85
作者
Chai, Ching Sing [1 ]
机构
[1] Chinese Univ Hong Kong, Dept Curriculum & Instruct, Fac Educ, Sha Tin, Hong Kong, Peoples R China
关键词
Teacher professional development; STEM; Technological pedagogical content knowledge; CONCEPTIONS; KNOWLEDGE;
D O I
10.1007/s40299-018-0400-7
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This review identifies 20 studies pertaining to teacher professional development for STEM education. Using a mixture of content analysis with reference to the TPACK framework, and open and axial coding, a descriptive model was constructed. The model describes the connection of the various categories of variables associated with teacher professional development for STEM. How content, pedagogy, and technology are featured in current STEM research are treated as properties of the core phenomenon of teacher professional development for STEM. Design considerations for future research are presented. The study recommends that design thinking, epistemic fluency and technological pedagogical engineering knowledge could be the anchors of future research.
引用
收藏
页码:5 / 13
页数:9
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